Sustainability Learning Outcomes (SLO) Course & Curriculum Proposal Form
(please return to Deane.Wang@uvm.edu or lhill@uvm.edu)
Background and introduction to the SLO requirement
Four sustainability learning outcomes were approved by the UVM Faculty Senate in April of 2014. At that time a preamble providing the
rationale for this requirement was part of the approved resolution. It is repeated here.
As stated in Our Common Ground, “The University of Vermont is an educationally purposeful community seeking to prepare students to live in a diverse and
changing world.” In the context of the emerging challenges of the 21st Century, this preparation includes envisioning and planning for a sustainable society. In
addition, Our Common Ground speaks to "the transforming power of education." Thus UVM's vision for sustainability embraces the goal of educating all of its
students to understand and contribute to the sustainability of human society. That is, we recognize that the pursuit of ecological, social, and economic vitality
must come with the understanding that the needs of the present be met without compromising the ability of future generations to meet their own needs.
Through its General Education Initiative, The University of Vermont will integrate its sustainability vision across curricular and co-curricular activities. Whatever
their chosen discipline, each student will demonstrate their understanding of the defined learning outcomes in the knowledge, skills and values categories, as
well as the personal domain.
Students who are prepared to address the challenges of creating a sustainable world have knowledge of current issues in sustainability and the social,
ecological, and economic dimensions of these complex problems. With the knowledge gained through coursework from varied disciplines, students develop the
skills to engage in rigorous and complex discussions around creating sustainable solutions. Coursework and experiences in sustainability are meant to widen
social, historical, and cultural perspectives and strengthen students' ability to negotiate multiple values that routinely come into play when planning for
sustainability at the local, regional or global scales. Students connect conceptual learning to challenges and opportunities in the world outside of the university
classroom by critically analyzing their own experiences in order to make sustainability meaningful and guide their personal actions.
Please provide three components as part of your proposal submission:
1. Background/explanation: a brief history of the course/curriculum, general reasons why the course satisfies the Sustainability Learning
Outcomes (SLO), and any other contextual information that can assist the committee in its review process.
2. Completed SLO table (see below).
3. Most current version of your course syllabus (syllabi in the case of a curriculum)
The SLO table will allow you to describe how your course/curriculum meets each of these outcomes. For each SLO, please indicate the level of
exposure that you plan to incorporate in your teaching. The level of exposure to the learning outcome can be variable. The Committee seeks
some level of exposure to all four (4) sustainability learning outcomes (SLOs). It is also expected that for three (3) of the outcomes, the level of
exposure will at least be to "reinforces." A brief description of these expectations follows:
 Introduces indicates that the course objective is to familiarize students with the learning outcome so they can define terms. For
example, the student has been exposed to some applications of the topic/concept through a lecture and/or reading. Other educational


frameworks used to organize learning levels may use language like "fundamental" and "factual," imparting the ability to remember and
understand.
Reinforces indicates that the course objective will follow up the introduction of topic(s) with student work to apply the topic/concept
themselves, either in a personal domain or that of organizations, institutions, municipalities, etc. This might include critical reflections,
case studies, or laboratory exercises. The readings and related assignments should be substantive. Other educational frameworks may
use language like "intermediate" and "conceptual," imparting the ability to apply and analyze.
Mastery level is NOT an expectation for sustainability learning outcomes associated with a single first course addressing sustainability.
However, if you feel that the course work provided in your course attains this level, we would like to value that learning outcome. This
level might entail educational concepts like "advanced" and "procedural." Students would be able to evaluate and create in the context
of these learning outcomes.
Activity title/type, lecture or activity, content, topics taught, etc.
Here we would like to know what type of activity is relevant to achieving the sustainability learning outcome. Is it lecture, an assignment, a
service-learning projects, journal assignment, class exercise like a debate, etc.? If you title this activity, please include that here as well (e.g.
"sustainability blog"). If there are associated topics, please also include these (e.g. "renewable energy, environmental justice, homeostasis"). If
multiple teaching approaches are employed, please them.
Description of the activity and how it addresses the UVM SLO
Please explain your approach to achieving the sustainability learning outcome. This might start with a more detailed description of the activity
followed by a discussion of how the learning outcome results from this learning activity. In some cases it will be self-evident, so the description
of the activity will suffice. This section provides the most useful material for the committee to evaluate your sustainability learning outcome, so
adequate detail will be helpful. The committee's goal is to encourage the development and expansion of sustainability-related curricula, but we
need enough detail to carry out our responsibility. We encourage and invite faculty to communicate with the co-chairs of the committee if you
need assistance with this process or have questions.
If any assessment methods will be used to demonstrate student learning, please include a brief description. We may request your specific
assessment as it could help other faculty to develop similar methods for their course. The committee would also like to encourage faculty
professional development around implementation of these sustainability outcomes, and sharing of faculty tools and approaches is an important
part of the process.
Title of Course:
TAP Chem 95: Environmental Risk
Submitted by:
Alexander (Sandy) Wurthmann
Contact info: awurthma@uvm.edu, tel 656-8999, A134 Cook Physical Sciences, 82 University Place.
Background/explanation:
The purpose of this class is to provide students with tangible chemical knowledge along with an understanding of competing
stakeholders with differing ambitions and needs. The syllabus can been split into three sections;
i. chemical structures, mechanism, transportation methods
ii. anatomy, biology, biochemistry
iii. epidemiology, policy, standards and risk management.
I introduce content via required readings, lectures and guest lecturers. These topics are reinforced in a variety of graded
assignments to assess knowledge acquisition and ability to interpret complex systems. The guest lecturers introduced Environmental
Engineering (Andrea Pierce, UVM), Epidemiology (Tom Ahern, UVM), and Risk Management (John Tdesko, Green Mountain
Power).
The students reinforce their understanding by researching and making a Pro/Con presentation to their peers, a written report
on their Pro/Con topic, a “Public Service Announcement”, a compelling letter, and full report. The key premise of all these exercise in
to find solutions to the stated problem/issue. Throughout the semester the students are instructed to find multiple dimensions within
each of their topics and specifically examine the harmony and conflict between scientific, environmental, health, political and
economic issues. This encourages the students to evaluate economic viable of a practice, the environmental risk that may develop and
the competition between those two concepts and our expectations for modern lifestyles and development. All the assessed exercises
required the students bridge the competing areas of discussion in a way that would address the environmental sustainability, economic
viability, lifestyle and development rooted within the topics.
Actual information provided to the students is presented in this application in italics.
Since, this course will be repeated in the Fall of 2016 in the same format, I ask that the 2015 class be granted their SU
requirement satisfied. This is a first-year TAP class. As such, all the students were CAS and SU status can be easily reviewed and
updated on their transcripts for the small number of students involved.
SLO #1: Students can have an informed conversation about the multiple dimensions and complexity of sustainability. (knowledge category)
Level of exposure: __Reinforces_________
Activity title/type, lecture or activity content, topics taught, Description of the activity and how it addresses the UVM SLO and any
etc.
assessment methods used to demonstrate learning (if applicable).
Thalidomide:
Topics:
Chemical Structure vs Social/Health vs Regulation vs
Economics
Methods:
Lecture, Mini-documentary/Video, Worksheet, Inclass Test
Concepts:
Multiple dimensions and Complexity of Sustainability
Introduction
The lectures began by introducing a variety of chemical structures/properties and
examples that have led to health or environmental harm.
For instance, the introduction of Thalidomide in the 1950-60s is introduced as a
chemical issue regarding the ambiguous chirality of a stereocenter. The two enantiomers
have very different toxicological profiles that then have social implications for the at-risk
population of pregnant women. After introducing the chemical concepts of bond-line
notation and chirality, we reviewed a mini-documentary by the New York Times on the
history of Thalidomide and the social implications of poorly regulated drug
companies and the health risks associated for unborn children. The understanding of the
underlying issues was reinforced by assessing the students understanding using the
following worksheet.
Assessment
Chem 95: Environmental Risk: Thalidomide NYTimes
Worksheet
(Reinforce)
1. Why was Thalidomide manufactured? What were the intended benefits?
2. Are any pharmaceuticals risk free?
3. What was the particular challenge for the treated population?
4. What is a teratogenic drug?
5. Who is Frances Oldham Kelsey?
6. What cultural issue may be a challenge for treating women for leprosy with Thalidomide in
South American countries?
The final question clearly shows the conflict of social/health and
chemical/pharmaceutical issues. This raised a discussion of Catholicism and its role in
perturbing the doctor-patient interaction and care; to the point that an unmarried woman
may feel embarrassed to fully discuss her full health history with her healthcare provider.
Chemical Properties, Environmental/Human Harm
Topics:
Bonding, solubility, pH, mechanisms, biochemical
availability, cell permeability, toxic harm.
Methods:
Lectures, required reading, in-class Problem Sets
(Tests), Pro/Con Presentation and Paper, Public
Service Announcement, Compelling Letter
Concepts:
Multiple Dimensions and Complexity of Sustainability
Introduction
The chemical concepts of; solubility, functional group recognition/behavior,
pH/solubility and curved arrow mechanisms, were introduced in lectures and applied to
the biochemical arena of biochemical accumulation. The concepts were then applied to
social/health impacts of ecosystems and human health.
Assessment
This was reinforced with in-class tests (problemsets). Questions 4-10 clearly integrate
the chemical and biochemical concepts to health outcomes with the complexity of
societal implications. This requires the student have a thorough understanding of the
sustainability of health versus environmental exposures.
Chem 95 Problemset 1 In-class Quiz
1. Urushiols are a class of molecules found in the oils of poison ivy.
Name:-
Problem Set 1:(Reinforce)
a) Circle the hydrophilic functional groups of urushiol. (1pt)
b) Add curved arrows to illustrate the mechanism.(2pt)
c) What is the molecular formula for urushiol? (1pt)
d) The reaction above shows how the interaction with a strong soap, containing base, will react
with urushiol. How will this reaction impact the water-solubility of the urushiol product? (2pts)
2. Radical reactions all have three phases.
a) What are those phases? (3pts)
b) The following reaction is an example of which phase? (1pt)
Add arrows to show the mechanism. (2pts)
3. Name and define three chemical hazards in addition to toxicity.(3pts)
4. Drug companies make kid-friendly vitamins. However, they are so delicious kids sometimes
eat the entire contents of the jar.
Vitamin B5 (Pantothenic Acid)
Is vitamin B5 one of the vitamins a parent should be concerned about if a child eats too many
vitamins? Do you expect vitamin B5 to be water-soluble, circle atoms/groups to explain? (2pts)
5. What is the difference in toxic concern when evaluating a toxic element such as lead (Pb)
versus a molecule such aspirin that contains an aromatic ring (benzene)? (2pts)
6. True or false: “Some chemicals are toxic and others are not, depending on their molecular
structure.” Explain your answer with reference to dose, hazard and clearance. (2pts)
7. Name one chemical property that is particularly important when considering
bioaccumulation. Explain why the chemical property is problematic for the biological
system/organism. (2pts)
8. Will all members of a population respond equally to the exposure of a chemical? Describe.
Are there any key metrics (values) that can be useful for quantitatively define the risk of a
chemical? (3pts)
9. Why are cohort students of humans more socially acceptable than experimental
epidemiological studies? (2pts)
10. What is risk? (2pts)
Problem Set 3:
(Reinforce)
The third in-class test reinforced the implications of biochemical harm with health
outcomes. The EPA guidelines were reinforced in questions 4 and 5 to review the
importance of policy guidelines for risk assessment. To excel in this exercise the
students must be able to express an understanding of the impacts of the law and policy
guidelines to sustainable environmental and human health.
Chem 95 Problemset 3 In-class Quiz
Name:Score:/40 Percentage =
1.a. What are the three principle routes of exposure for land-based mammals? (3pts)
b. How is bioavailability related to each method of absorption? Which method of exposure has
the highest level of absorption? (3pts)
2. The liver and kidneys are responsible for clearance of toxins.
a) How does each organ process toxins?
- Liver (4pts):
- Kidneys (2pts):
b) How would the clearance of a toxin be affect if it has a long half-life (t1/2)? (2pts)
c) If a medication has a short half-life how will administration be altered to ensure effective
treatment, compared to administration of a medication with a long half-life? (2pts)
3. Benzo(a)pyrene is produced during the incomplete combustion of organic materials;
cigarettes, gasoline, wood. Benzo(a)pyrene is present in the smoke of these materials and easily
inhaled. Cytochrome P450 is a liver enzyme that will attempt to handle this toxin. However, a
common problem can occur in this process.
This illustration above shows the reaction and the mechanism of the unintended consequence
of this enzymatic reaction.
i. What problem has the enzyme activity created? (2pts)
ii. Explain whether you expect chemical harm or cancer to be a concern of this reaction. (2pt)
iii. How could apoptosis help this situation? Define the word and explain whether it is a normal
or disease-state cellular process. (3pts)
4. The EPA recommended method for generating a Risk Assessment Plan has four chapters.
a. What are the four chapters? (4pts)
b. When calculating the effective risk a scientist with form a ratio between the chronic daily
intake (CDI) and the reference dose (RfD) to calculate the Hazard Index (HI).
i. Which is the theoretical value? Circle CDI or RfD. (1pt)
ii. Which is the actual concentration for the situation of concern?
Circle CDI or RfD. (1pt)
c. List three sources of error, that are considered, when generating the suggested safe limit for
a RfD?(3pts)
d. What values of HI, will indicate a population is at-risk? Explain. (2pts).
5. What are four ways a toxin can harm a cell to either credit a chemical harm or act as a
carcinogen? (4pts).
6. Inderal is medication used to help control high blood pressure and anxiety. The pKa
(acidity) of Inderal is pKa=10. At a physiological pH of 7.4 the ratio of protonated to
unprotonated is 251:1.
a. Circle the favored form of Inderal at physiological pH. (1pt)
b. Place a box around the form of Inderal that would more easily pass through a cell
membrane. (1pt)
Pro/Con Presentations and Papers
(Reinforce)
Assessment
The students were required to look at the complexity of an environmental or health topic.
Initially they were assigned a topic and a partner. After the first Pro/Con assignment the
students could change to another topic with instructor permission. The teams were
provided with a lead paper that was either pro or con to the argument. They were asked
to examine both sides of the topic and look specifically at the scientific, environmental,
health, political and economic issues and state their agreement or disagreement with the
issue. This reinforced their understanding of the complexity of these topics. All the
topics chosen must have either an environmental sustainability or human health
impact.
Chem 95 Pro/Con Teams
Topic
Public Service Announcement and Compelling Letter
(Reinforce)
Team
Phthalates in Plastics
Daniel Abratenko, Sam Allen
MMR Vaccine and Autism
Kimberly Buchanan, Nicholas Cico
Mercury in VT Fish
Will Corcoran, Meg Desmond
Keystone XL
Jennifer Diehl, Kaleigh Dolan
GMOs Monsanto
Rachael Eddowes, Carl Ellerkamp
Ebola vs. Flu
Emily Gaynor, Jatinder Gill
Coffee and Cancer
Ellie Hasenohr, Ben Hulse
Childhood Obesity
Henry Kraft, Collin March
Binge Drinking in College
Katie Murphy, Sam Svensson
Assessment
For both of these required writing exercises, the students were required to change their
writing styles from academic to be more socially aware, to present a persuasive
argument. This required the students reinforce their understanding of complexity of
competing stakeholders and how their different needs influence the outcome the topic.
Students must show how scientific, environmental, health, political and economic
issues are either working toward common goals or are in conflict.
SLO #2: Students can evaluate sustainability using an evidence-based disciplinary approach and integrate economic, ecological, and social
perspectives. (skills category)
Level of exposure: _Reinforce___________
Activity title/type, lecture or activity content, topics taught, Description of the activity and how it addresses the UVM SLO and any
etc.
assessment methods used to demonstrate learning (if applicable).
Human and Environmental Harm Controlled
Topic:
Human and Environmental Health versus
Political/Policy/Legal Controls
Methods:
Lectures, required reading, in-class tests, writing
exercises.
Concepts:
Integrate economic, ecological and social
perspectives.
Problem Set 2 (Reinforce)
Introduction
The course textbook was “Essentials of Toxic Chemical Risk Science and Society” by
Stephen Penningroth, CRC Press. Chapter 4 “Human Populations at Risk” and chapter 5
“The Cornerstone of Risk Assessment: Toxicity Testing in Animals” were required
reading and due to its importance and complexity was reviewed in lectures. The
effective design of epidemiological studies was a critical component of this section of the
class and also introduced by Tom Ahern (guest speaker). This introduction guided the
students on establishing useful and robust evidence for discussing the environmental
impacts of chemical exposures. The distinct methods of controlling polluters were
presented; legal due process via a toxic tort or EPA mandated pollution controls. The
students were required to understand the different evidence requirements for each. This
was reinforced in Problem Set 2.
Assessment
The second in-class test reinforced the ecological vs. social impacts of chemical
exposures by examining bioavailability and the resultant harm to certain populations. The
design of test groups was discussed to ensure the students understood how to best assess
evidence and the circumstances through which that data was gathered. Question 3
specifically required the students understand the different evidence required for a
successful law suit versus the threshold for change mandated by EPA regulations.
Chem 95 Problemset 2 In-class Quiz
Score:/36 Percentage =
1. Define the following terms (2pts each):
a. routes of exposure
b. bioavailability
c. hydrophilicity
d. cohort
Name:-
2. Describe the benefits and challenges of using the Ames test versus a mammalian cell line
such as human lymphocytes? (4pts)
3. What four critical pieces of evidence must be compiled by a lawyer to effectively pursue a
toxic tort against a polluter? (4pts)
4. Explain the different anatomical defenses to toxin exposure in the lungs versus absorption by
the intestines.
Which major organ is found downstream of the lungs and which major organ is found
downstream of the intestines? (1pt each)
Blood from
Lungs______________
Blood from
Intestines________________
How does this impact bioavailability? (2pts)
5.a. At low pH which kind of ion is in excess? (1pt) ____________
b. Name two chemical properties that can impact water-solubility? (2pts)
6.a. How does a chemical’s water-solubility impact its ability to transport through a
membrane? (1pts)
b. What chemical property does a high Kow indicate? (1pt)
c. How does Kow help explain the ability of a molecule to penetrate a cell membrane? (1pt)
d. Name two different mechanisms used to transport a chemical through a cell membrane.
Explain how each method works. (2pts)
i.
ii.
7. Show curved arrows to illustrate the mechanisms for the following reactions.
(1pt per arrow, 4pts)
a.
b.
8.a. Circle the more water-soluble form of Adderall and oxalic acid. (2pts)
b. What is the molecular formula for Adderall? (1pt) _____________
c. What is the molecular formual for oxalic acid? (1pt) _____________
SLO #3: Students think critically about sustainability across a diversity of cultural values and across multiple scales of relevance from local to
global. (values category)
Level of exposure: ___Introduce_________
Activity title/type, lecture or activity content, topics taught, Description of the activity and how it addresses the UVM SLO and any
etc.
assessment methods used to demonstrate learning (if applicable).
Multiple Scales and Dimensions of Sustainability
Topic:
Sustainability and Environmental Risk on Multiple
Scales
Method:
Lectures, guest lecturers, required reading
Concepts:
Students must understand how chemistry impacts
chemical transportation and local/global fates.
Introduction
In lectures we have addressed the regional basis of pollution transport and global impact
of fossil fuels. Andrea Pierce, Environmental Engineer, will be permanent guest
speaker for each semester this course is taught. Andrea discussed the transportation of
hazards on three scales:- local communities, regional multi-states and global impacts.
On the local scale Andrea introduced the concerns of a leaky gas-station and the
proximal impact to an aquafer. She discussed methods for ameliorating the
contamination and resolving the problem for the 20-50 community members that may
draw drinking water from the well close to the spill
Regionally, Andrea introduced the concept of phosphorus accumulation in Lake
Champlain and the harm to the ecosystem around the lake. The scale increased from 2050 inhabitants to ~500,000 inhabitants of the lake watershed.
Globally, Andrea discussed the implications of climate change on the Arctic tundra and
the amplification of global warming that could result from accelerated methane release.
Our required reading covered atomic, molecular, organ, organism, populations and
ecosystem risks. The required reading included:Chapter 1 “Toxic Chemical Risk as Science and Social Discourse”
Chapter 2 “Environmental Pathways of Toxic Chemicals”
Chapter 3 “Dose-Effect: The Foundation of Toxicological Science”
Chaper 7 “Mechanisms of Chemical Disease”
Chapter 8 “Human Health Risk Assessment”
Chapter 9 “Ecological Risk Assessment”
Each of these chapters was reviewed in lectures and guides the students through the
nanoscale, molecular, inter-molecular forces, organ specifics, population susceptibility
and finally policy discussions.
The students were asked to include scienctific specifics and find solutions to any
problems they encountered during each graded exercise.
However, we have not looked a different cultural habits or values as a central component
of this class. We only covered the second half of this requirement.
SLO #4: Students, as members of society, can recognize and assess how sustainability impacts their lives and how their actions impact
sustainability. (personal domain)
Level of exposure: ___Reinforce_________
Activity title/type, lecture or activity content, topics taught, Description of the activity and how it addresses the UVM SLO and any
etc.
assessment methods used to demonstrate learning (if applicable).
Solutions for Sustainability
Topics:
Understanding two sides of an argument.
Asking for change in an engaging manner to the
recipient.
Finding solutions and compromise.
Methods:
Introduction
The environmental impact of lifestyle choices has been introduced throughout the
course during lectures, guest speakers, observing peer Pro/Con presentations and through
the required reading.
Assessment
In all three of these exercises the students were required to find evidence on both sides
of a topic (to show why a risk was being pursued and show the hazards associated with
that risk). All the assignments are designed to challenge the students with different
presentation styles and find the commonalities within stakeholder’s agenda or conflict.
Lectures, guest lecturers, required reading,
observations of peer presentations and discussion.
Concepts:
Personal behaviors and their impacts on
sustainability.
Specifically, the students must assess the scientific, environmental, health, political
and economic issues in their assignments.The students were then required to take a
stance and find a solution to problems associated with the risk. The personal
investment of finding a solution reinforced the root problem and demanded the student
apply intellectual might to solve the problem not merely observe.
Public Service Announcement, Compelling Letter and
Status Report (Reinforce)
Public Service Announcement:What is a Public Service Announcement (PSA)? A PSA encourages listeners/viewers to engaged
in habit that will promote good health for themselves or our environment. Checkout:Adcouncil.org for examples.
For our assignment I would like the final paper to be a short 2-3 paragraph paper that catches the
reader’s attention and has a touch of humor or charm. Explain the problem, and your
recommendation (see the class syllabus). An illustration, diagram or graph can be included.
Compelling Letter:Introduce yourself and the problem, describe the benefits of their current practices with a
sympathetic tone. Remember you are asking for something; doing it in a negative way
will not get you what you want. Encourage an alternative strategy backed up with
understandable science, economics and policy, delivered with a professional, convincing
tone (don’t beg!). The letter should include valid cited data, policy and any social
concerns. References should be included on a second page.
Status Report:This will be a formal essay (5-8 pages, double spaced, normal margins, font size 12), reporting on
a topic from an assigned list of ten options, initially presented in the pro/con discussion. The
report will delve into the conflicting stakeholders, science of the problem and possible solutions.
We will organize office visits (10-20mins) with each of you (individually) to review 3-4 papers you
have found on the topic, your initial skeleton and your tactics for presenting your findings.